Additional Recommendations for Responding to the Argumentative Prompt for the FSA ELA with Helpful Links

Guidelines for Responding to an Argumentative Prompt

The format of the argumentative prompt on the English Assessment resembles the one below (see italics). Familiarize yourself with the wording and requirements:

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Write an argumentative essay in which you . . . . Use the information from the passages in your essay. Manage your time carefully so that you can 

• read the passages;
• plan your response;
• write your response; and
• revise and edit your response. 

Be sure to 

• include a claim;
• address counterclaims;
• use evidence from multiple sources; and
• avoid overly relying on one source. 

Type your response in the space provided. 

You have ___ minutes to read, plan, write, revise, and edit your response.
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Suggestions for Writing Your Essay

• Your essay should have a strong definitive thesis statement or claim. A claim is another term for your main argument. Include the claim in your opening paragraph.
• Your essay should provide excellent examples/evidence to support your argument. The examples should come from the texts on the test. You should quote parts of the text that support your claim/argument, or you can paraphrase the specific information. Do not use long quotes.
• All of the examples that you provide in this essay should be Detailed, Accurate, Relevant, Explicit, and Specific. (DARES) Elaborate! Provide a few sentences of explanation for each text citation. Show how you are using the text to support your claim.
• Don't fall into the trap of faulty reasoning--overgeneralization, oversimplification, stating the obvious, too great a stretch in your thinking. Remember the world is not all black and white; there are always shades of gray. Your essay should demonstrate sound, logical reasoning, as well as provide clear explanations of how the examples directly support your argument/thesis.
• It is very important that you include explanatory sentences that "bring your discussion back" to the idea of the prompt and/or your argument. So often students provide great examples but they lose sight of the prompt and get "off track." As a result, the example begins to sound like a digression, or it just "falls flat": the point being made is vague and unclear. Remember, you need to be explicit; the test grader can't read your mind. You may know what you are saying, but the grader has to see in words exactly what your thoughts are. Always anchor your discussion in the essential ideas of the prompt. Your thesis/claim/main argument and the prompt should lead your discussion. Remind yourself of this fact with every sentence that you write.
• Your voice should be strong and clear.
• Your essay should demonstrate solid critical thinking skills.
• Do not be afraid to "have a conversation" with the points in the texts before you. You can disagree with points in the sources (the texts you are using as the basis of your argument). You should quote key ideas (words and phrases only) that the author is making and respond to them, either agreeing or disagreeing, but always providing support for your point of view.
• Never, ever summarize the texts that are provided. You are developing an argument based on what you read in the texts (sources). You are not writing a summary.
• Be sure to refer almost equally to all texts (citations). You don't want to focus on one text only.
• Anticipate what someone might say in response to your argument. Address that possible reaction, making a solid rebuttal (disagreeing with an argumentative point by providing support/evidence). This is called "addressing counterclaims."
• Overall, your argument should be well reasoned, well supported, and convincing.
• Also check out the following helpful links:

http://carm.org/logical-fallacies-or-fallacies-argumentation

http://utminers.utep.edu/omwilliamson/engl1311/fallacies.htm

http://www.catholicvirtue.org/list-of-fallacies/

http://www.mesacc.edu/~paoih30491/ArgumentsFallaciesQ.html

http://mrgunnar.net/ap.cfm?subpage=348991

http://writing.colostate.edu/guides/guide.cfm?guideid=58

http://www-rohan.sdsu.edu/~digger/305/toulmin_model.htm

https://owl.english.purdue.edu/owl/resource/588/03/

http://grammar.about.com/od/tz/g/Toulminmodelterm.htm

http://en.wikipedia.org/wiki/Stephen_Toulmin

http://tipsforresearchpapersandessays.blogspot.com/2008/06/how-to-write-rogerian-argument.html

http://www.brighthubeducation.com/help-with-writing/104393-rogerian-argument-essay-structure/

http://www.brighthubeducation.com/help-with-writing/106553-forming-the-outline-of-a-rogerian-argument-essay/

http://writingcommons.org/open-text/genres/academic-writing/arguments/318-rogerian-argument

http://ocw.usu.edu/English/introduction-to-writing-academic-prose/rogerian-argument.html

http://en.wikipedia.org/wiki/Carl_Rogers

https://owl.english.purdue.edu/owl/resource/659/03/

http://www.mrgunnar.net/ap.cfm?subpage=348991

http://writing.colostate.edu/guides/guide.cfm?guideid=58

http://ccat.sas.upenn.edu/~haroldfs/popcult/handouts/arguments/arguments.html

http://www.brighthubeducation.com/help-with-writing/104393-rogerian-argument-essay-structure/

http://home.comcast.net/~lukeythetruck/djole/SchoolPage/SPSCC/English%20102/3ArgumentTypes.htm

http://www.luthersem.edu/library/Structuring%20Your%20Argument.pdf